Models for system-wide differentiation were introduced. Members present selected a model they would like to know more about. This template is designed to showcase each model so they can be discussed in depth at the Dec 2 meeting.
Notes from October 22 - Focus Group to discuss the question "What should our essential expectations be for students, teachers, the district, (and parents)?"
May 7, 2009 per Kellie
Preliminary Design Phase
1. Organize project - July/Aug
1.5 understand current environment
-legal
-best practices
2. Establish philosophical framework - Cabinet in July- Sept
why differentiate
growth vs benchmark
technology assessments
community
requirements
cyclical
definition
what does success look like?
screen class (what about horizontal articulation)
roadmap
cabinet, board, faculty, community
end in mind
ethical responsibility
RtI
plan out this part today and May 14th
get to more as possible
3. Determine Functional requirements - Sept/Oct
what
4. Evaluate alternatives - Oct
act on how
5. Design components - Oct/Dec
how
6. Plan next phase - Dec/Jan
7. Present to cabinet - Oct, Dec, Jan
8. Manage it - Aug-Dec/Jan
This is a refinement process.
Other topics for today:
templates-- not now
cycle times--
a.how long
b.commitments to get response (ie: 24 hrs)
c.
this is the formal level of decisions/actions
we can't forget the daily/formative level of decisions/actions
== maybe another phase, doing some work within curriculum and instruction
measures== not there yet
series of activities for philosophical discussion (agenda, participants, timing) between July and September
participants
A. cabinet (SAS directors, other)
= discuss philosophical framework
-agenda item critical questions for them to answer with our discussion points/conclusions/aspects
what does success look like, what does a successful student look like
- some concencus
- consider possibilities and key elements from DI project team to bring to community: choose the direction
does it look the same for all students at all schools
how are RtI and Differentiation related (venn diagram
identify possible training(s) that fit phiolosophy and what training will be necessary
--training level more so than philosophical, systemic parameters in place that fits the philosophy
review DI Project Team Project Definition Document
B. Board (initial, ongoing)
C. Building administrators and Leadership teams (following Cabinet group)
rough notes
Definition
Are kids getting what they need to meet their needs?
District Mission/Vision
Goal:
System that initiates self-advicacy (student role in optimizing individual potential)
-Establishing and communicating clear expectations for teachers and students
-RtI and DI similarities and differentiation
-Provide on-going training in differentiated instruction
-establish accountability guidelines for the system
Cost benefit analysis- general/big picture
Perform Assessment
Explore Options/Needs
Provide DI
Evaluation
Meeting Notes
Notes from November 18 - Work Group
Models for system-wide differentiation were introduced. Members present selected a model they would like to know more about. This template is designed to showcase each model so they can be discussed in depth at the Dec 2 meeting.Notes from October 22 - Focus Group to discuss the question "What should our essential expectations be for students, teachers, the district, (and parents)?"
Notes from Sept 30 - Focus Group to discuss the question "What should differentiation accomplish in TSD?"
Thanks for sharing!
March 12, 2009
May 7, 2009 per Kellie
Preliminary Design Phase
1. Organize project - July/Aug
1.5 understand current environment
-legal
-best practices
2. Establish philosophical framework - Cabinet in July- Sept
why differentiate
growth vs benchmark
technology assessments
community
requirements
cyclical
definition
what does success look like?
screen class (what about horizontal articulation)
roadmap
cabinet, board, faculty, community
end in mind
ethical responsibility
RtI
plan out this part today and May 14th
get to more as possible
3. Determine Functional requirements - Sept/Oct
what
4. Evaluate alternatives - Oct
act on how
5. Design components - Oct/Dec
how
6. Plan next phase - Dec/Jan
7. Present to cabinet - Oct, Dec, Jan
8. Manage it - Aug-Dec/Jan
This is a refinement process.
Other topics for today:
templates-- not now
cycle times--
a.how long
b.commitments to get response (ie: 24 hrs)
c.
this is the formal level of decisions/actions
we can't forget the daily/formative level of decisions/actions
== maybe another phase, doing some work within curriculum and instruction
measures== not there yet
series of activities for philosophical discussion (agenda, participants, timing) between July and September
participants
A. cabinet (SAS directors, other)
= discuss philosophical framework
-agenda item critical questions for them to answer with our discussion points/conclusions/aspects
what does success look like, what does a successful student look like
- some concencus
- consider possibilities and key elements from DI project team to bring to community: choose the direction
does it look the same for all students at all schools
how are RtI and Differentiation related (venn diagram
identify possible training(s) that fit phiolosophy and what training will be necessary
--training level more so than philosophical, systemic parameters in place that fits the philosophy
review DI Project Team Project Definition Document
B. Board (initial, ongoing)
C. Building administrators and Leadership teams (following Cabinet group)
rough notes
DefinitionAre kids getting what they need to meet their needs?
District Mission/Vision
Goal:
System that initiates self-advicacy (student role in optimizing individual potential)
-Establishing and communicating clear expectations for teachers and students
-RtI and DI similarities and differentiation
-Provide on-going training in differentiated instruction
-establish accountability guidelines for the system
Cost benefit analysis- general/big picture
Perform Assessment
Explore Options/Needs
Provide DI
Evaluation
Documents from today's meeting: